MSIT Department: Language and Literacy
Ph.D. FAQs
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Ph.D. In Teaching and Learning, Language and Literacy
Frequently Asked Questions
Important Websites:
College of Education: http://education.gsu.edu/main /
Office of Academic Assistance: http://education.gsu.edu/oaa/index.htm
One Stop Shop: http://www.gsu.edu/one_stop_shop.html One Stop Shop answers all of your
enrollment concerns, including questions about student accounts, financial aid,
registration, and admission.
Middle and Secondary Education and Instructional Technology: http://msit.gsu.edu
Ph.D. in Teaching and Learning: http://msit.gsu.edu/1467.html
Graduate Catalog: http://www2.gsu.edu/~catalogs/2010-2011/graduate Program of Study
Information is located in section 4290.35
International Student and Scholar Services: http://www.gsu.edu/isss/.
Important Contact Information:
MSIT Receptionist: 404-413-8260
MSIT Office Fax: (404) 413-8063
Ph.D. Coordinator: Peggy Albers, malbers2@gsu.edu (this is the best way to contact me).
Faculty in Language and Literacy and Areas of Research (http://msit.gsu.edu/msit_faculty.htm )
Faculty
Peggy Albers
Mary Ariail,
Associate Dept.
Chair
Jayoung Choi
Mary Deming
Dana Fox, Dept.
Chair
Tisha Lewis
Joyce Many,
Revised: 9-16-2011
Research Interests
English Education, visual discourse
analysis, children’s literature, critical
literacy
Adolescent literacy; Middle
childhood education; Construction
of identity
Adolescent literacy (TESOL);
multimodal literacies
Content area literacy; adult learners
and reading; university-school
partnerships
English education/language and
literacy education and policy;
Cultural authenticity and accuracy in
children’s and young adult literature;
Mentoring and scholarly writing in
academia; Gender and literacy
Family literacy; digital literacies;
multimodal analysis
Scaffolding; mentoring and scholarly
Email
malbers2@gsu.edu
Phone
404-413-8387
mariail@gsu.edu
404-413-8382
Jayoungchoi@gsu.edu
404-413-8380
mdeming@gsu.edu
404-413-8260
dfox@gsu.edu
404-413-8383
tlewis31@gsu.edu
404-413- 8391
jmany@gsu.edu
404-413-8061
MSIT Department: Language and Literacy
Associate Dean
Ewa McGrail
Amy Seely-Flint
Gertrude Tinker
Sachs (L&L
Chair)
Youngjoo Yi
Michelle Zoss
Ph.D. FAQs
writing in academia; adolescent
literacy
English Education, new literacies;
Socio-cultural epistemic of student
teaching
Critical literacy in early childhood
literacy; teacher research,
Instructional decision-making in
literacy development
Teaching English to Speakers of
other languages (TESOL); teacher
education; international studies
Teaching English to Speakers of
other languages, critical literacy
Arts-integration and English
education; teacher preparation;
novice teacher mentorship; aesthetic
experience and experience in
education
2
emcgrail@gsu.edu
404-413-8389
aflint@gsu.edu
404-413-8388
gtinkersachs@gsu.edu
404-413-8384
yyi@gsu.edu
404-413-8260
zoss@gsu.edu
404-413-8415
Ph.D. in Teaching and Learning
The Language and Literacy Ph.D. in Teaching and Learning offers several concentrations:
English education, Literacy Education, and English for Speakers of Other Languages (ESOL).
Those who pursue a degree in L&L will find that the majority of their courses will be taken in
the College of Education located on the corner of Pryor Street and Decatur Avenue in Downtown
Atlanta.
Applicants who consider the Ph.D. in Teaching and Learning, and in particular with the
Language and Literacy unit, must carefully consider to what extent they wish to undertake the
scholarship necessary to complete a Doctor of Philosophy or a Ph.D.. The Ph.D. is not for
everyone. Students who wish to teach at the college or university level, work with state
departments of education, conduct research in their classes, schools or county, or assume
leadership roles in their counties and/or schools may find the Ph.D. suited to their needs. In
general, Language and Literacy faculty look for students who are committed to scholarship in
research and teaching, are dedicated to fully engaging in coursework, and desire to carry out and
write up original research.
The Ph.D. The primary emphasis of the Doctor of Philosophy (Ph.D.) degree program is the
preparation of students as researchers, scholars, and scientist practitioners. Research experiences
will be a continual part of students’ learning including completion of substantial coursework
focused on research and scholarship as well as participation in research activities. Congruent
with this perspective, students will be active participants in ongoing research activities and
scholarship with GSU faculty and/or in research teams from the beginning of their enrollment in
the doctoral program. Students in College of Education Ph.D. programs will continually
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participate in such activities throughout their doctoral program resulting in conference
presentations and scholarship submitted for publication. While these experiences will be timeintensive and may overlap with some coursework, these efforts are expected to occur above and
beyond doctoral students’ coursework. Candidates must submit a dissertation that consists of a
suitable body of original academic research, which from this research, several publications may
result. If you are interested in working at colleges and universities, state department agencies,
and have a strong interest in research and writing up this research, this degree may be more
suitable for you.
General Information, Requirements and Application (see Graduate Catalog:
http://www.gsu.edu/images/Downloadables/Catalog__Graduate__08-09.pdf, starting pg. 308
About the Application Process
What are the application requirements for a Ph.D. in Language and Literacy? Admission to
doctoral programs in the College of Education is competitive and that an applicant meeting the
published minimum requirements is not guaranteed admission. Visit the admissions section of
the Office of Academic Assistance and Graduate Admissions website for detailed information on
college requirements, program requirements, and deadlines at education.gsu.edu/oaa/. Each
applicant must complete and submit the online application for admission to graduate study,
required application materials, and the non-refundable $50.00 application fee.
What are the prerequisites for the Ph.D.? The only prerequisites for this program is that you
have an earned master’s degree. If accepted to the Ph.D., program faculty may require, in
conversation with you, other coursework not in the program to build up your content
background.
What are the deadlines for the program? Applications and all supporting materials must reach
the Office of Academic Assistance by March 1 for a summer or fall entrance or Oct. 1 for a
spring entrance. http://education.gsu.edu/oaa/App_Deadlines.htm
For Spring 2012 Applicants: Scores for GRE tests taken August 1, 2011 or later will not
be reported to Georgia State University until mid-November. This is past all deadlines for
Spring admission. However, departments will review all application files for Spring
admission as long as all other required materials have been submitted by the Spring
application deadline. If admitted, students will need to report their scores by January 15,
2012 or a registration hold will be placed on their summer and fall course registration.
International Applicants: Applicants whose native language is not English should also
submit scores from the Test of English as a Foreign Language (TOEFL). Exception:
This is not required of international applicants who have received an accredited bachelor's
degree or a higher degree from a U.S. institution. In addition, if your degree was awarded
by a non-U.S. institution, you will need to submit a University course-by-course
evaluation from a translation service -- Joseph SILNY, ECE, or WES.
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Are there general guidelines for admission? Yes, there are. All documents and other materials
submitted by or for persons in connection with their interest in consideration for admission to a
program become the property of this institution and cannot be returned at any time. It is the
responsibility of each applicant to follow the application procedures completely and correctly
and to be certain that all materials have been submitted to the Office of Academic Assistance and
Graduate Admissions by the application deadline. Incomplete applications will not be processed
and will be withdrawn from consideration after the application deadline. Applications for
graduate study are available online at education.gsu.edu/oaa/4427.html.
Admission is for entry in a specific major and concentration, when appropriate. Students who
have been admitted to a graduate degree program may not change to a different major without
receiving formal approval of an application for the new major. The applicant must meet all
College of Education and departmental minimum criteria and all prerequisites for the new major.
http://www2.gsu.edu/~catalogs/2011-2012/graduate/
Applications and supporting materials must be filed with the Office of Academic Assistance and
Graduate Admissions at the addresses listed at education.gsu.edu/oaa/oaa_contact.htm well in
advance of the desired term of entry. Each applicant must allow adequate lead-time for
admissions processing.
What must I submit to apply for the Language and Literacy Ph.D. program? In accordance
with the College of Education, we ask that all applicants submit the following items and meet
stated college minimum criteria:
1. Two transcripts from each college or university, domestic or overseas, from which they
received a degree, or where they were enrolled in a degree program. This may include
courses taken in non-degree status, in transient status, or in post-baccalaureate status and
is regardless of whether or not the courses led to a degree or are listed on another
institution's transcript.
2. Applicants must hold an undergraduate degree from a regionally accredited college or
university with a major in or with coursework that meets prerequisites for the planned
graduate field of study.
a. Applicants must have earned a grade point average of no less than a 3.30 GPA
calculated on all graduate work attempted in which letter grades were awarded.
b. Applicants for the Doctorate of Philosophy (Ph.D.) programs must have a grade
point average of no less than 3.30 on all graduate coursework for which letter
grades were awarded.
c. A letter of intent/statement of goals
d. Three years of teaching experience
e. A sample of your scholarly writing (e.g., paper from master’s degree, Ed.S., or a
publication)
f. Three letters of recommendation: preferably from former instructors/professors
who can comment on your academic preparation and potential as a Ph.D. student
(GSU provides no specific form for such letter; many recommenders compose a
letter of about one – two pages in length.)
g. A successful interview with faculty
h. A timed writing (sent to applicants before notification of interviews)
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Even though I have a master’s degree and have taken the Graduate Records Exam, do I need
to submit it to apply for the Ph.D.? Yes, you do, unless you have scores that are less than 5 years
old from the date you apply. Copies of scores on the General Test of the Graduate Record
Examination (GRE). Test scores must be from an examination taken within the last five years
prior to the term of admission of the program. In addition to these copies, the applicant must
have records of the scores directed specifically to Georgia State University from their testing
agencies. Some departments also require a minimum score on the Graduate Record Examination.
We accept the Miller Analogies Test (M.A.T.) in lieu of the GRE (460 Verbal and 460 [within
the past five years]) or complete the M.A.T. and earn a score that places the applicant in the 50%
(within the past five years). Please see http://www.ets.org/gre to access information about the
GRE.
On what do faculty base their decisions for admission? Admission is based upon a variety of
factors among which is the quality of the applicant's undergraduate record (and graduate record if
appropriate), achievement on required admissions tests, the degree of preparation for the specific
academic program to be pursued, and available space in the program.
What are the deadlines for the program? Applications and all supporting materials must reach
the Office of Academic Assistance by March 1 for a summer or fall entrance or Oct. 1 for a
spring entrance.
What kind of writing sample are you looking for in the application? We expect that those who
apply for the doctoral degree in Teaching and Learning will have a strong background in writing
academically. The writing sample should be from a course that you have taken previously
(perhaps from your master’s or Ed.S. program) in which you demonstrate the following: 1) a
clear and defined focus; 2) a strong sense of synthesis of professional readings; 3) strong
conclusions or hypothesis; and 4) strong conclusions.
If I do not meet these requirements, what do I do next? If you do not meet the basic
requirements, you may wish to appeal or request an exception. Please complete the Petition for
Admission Form. This form can be found on the Office of Academic Assistance and Graduate
Admissions web site at education.gsu.edu/oaa/. You will be asked to write a letter that describes
why you have not met this requirement or are excepted from the requirements. You will also be
asked to provide documentation/evidence that you are able to do the work expected of a doctoral
student.
When I apply to the Ph.D. program, will I automatically get in if I meet all of the
requirements? Admission to doctoral programs in the College of Education is competitive and
that an applicant meeting the published minimum requirements is not guaranteed admission.
Entry into the L&L program is based upon the applicant’s commitment to undertake this timeconsuming and challenging coursework and writing. The applicant must demonstrate in his or
her letter of intent and in an interview with faculty her or his desire to do research, work with
teachers, and/or work in other institutions that require this degree.
After I submit my application in March 1 or October 1, when will I hear about the status of my
application? The current deadline for Ph.D. program applications is March 1 and October 1. The
L&L unit usually receives applications in early to mid-November or early or mid-March. The
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Ph.D. coordinator will contact you once she or he has received and reviewed your application.
She or he will then invite you to interview on a date and time specified by L&L faculty. If you
have not heard from the L&L Ph.D. coordinator, please call the Office of Academic Assistance
(404-413-8000) to find out the status of your application.
What should I expect in my interview with L&L faculty? The interview with L&L faculty is
designed to get to know you, your research interests, and whether you are a good fit for us.
During the interview, we will ask you to talk about why you want to pursue a Ph.D., research
interests that bring you to this degree, and how this degree will help you towards your
professional career goals. This is also a time for applicants to ask questions about our program. If
you wish to bring additional materials to the interview to support your application, please do.
How are decisions made about acceptance into the L&L Ph.D. program? Faculty make
decisions about doctoral students based upon the student’s research interests, if faculty can
support these interests, how many doctoral students each faculty member has (faculty are limited
in the number they can advise), how the applicant presents him or herself in the interview, the
commitment to finishing this degree program, the applicant’s writing ability, and the applicant’s
ability to articulate her or his ideas clearly.
What certification do I earn with the Ph.D. degree? Once you have completed the program, you
will earn a T7.
When does the program start for me once I am accepted? Once you have been accepted into the
Ph.D. program, you can begin your work the following semester. If you applied in October, were
accepted, and have received formal acceptance from the Office of Academic Assistance (OAA),
you may start your program in January. If you applied in February, were accepted, and have
received formal acceptance from the Office of Academic Assistance (OAA), you may start your
program in the Maymester. Please be mindful that it does take the admissions office time to
process your information and you may not be able to register until late in the semester in which
you applied.
Application Process for International Students
As international students, there are additional requirements outside of those students who reside
in the U.S. Academic credentials must be original documents with authoritative signatures, seals,
stamps, etc. Whenever possible, these should be sent by the institution responsible for issuing
such documents. In cases where it is impossible for an applicant to have those credentials sent
from such institutions, the applicant should forward a duly "notarized" or "attested to" copy. The
notarization should be done by the proper institutional officer or by the Ministry of Education in
the home country. Documents in a language other than English must be accompanied by
translations. The home country embassy or an appropriate official should make translations, and
the original copies of the translations, acceptably notarized as described above, must be
provided. As a general rule, documents translated by the Office of the American Friends of the
Middle East (AFME) or the Institute of International Education (IHE) will be acceptable.
Where can I find information of interest to international students? Please access the website of
the International Student and Scholar Services: http://www.gsu.edu/isss/. International Student &
Scholar Services provides comprehensive assistance and support for the large community of
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international students, faculty and staff at Georgia State University. ISSS staff members help
international students and scholars with their initial adjustment to the University and Atlanta;
provide information and advice about immigration regulations, cultural differences, financial
matters, and personal concerns; and assist them throughout their stay by providing useful and
creative programs.
ISSS works closely with campus and community partners to ensure that international students,
scholars, and their families have the greatest opportunity to achieve their personal and
professional goals while at Georgia State. We take pride in providing high quality, friendly
services, and look forward to being of assistance to you.
Does this program fit my interests? Most of our International Students are interested in
Teaching English as a Second/Foreign Language. Our Teaching and Learning Program allows
you to specialize in this area if that is your interest. Please go to this website for more
information on our Teaching and Learning PhD degree: http://msit.gsu.edu/1467.html.
I’m interested in teaching English to adults. Is this the right program for me? Our department
works especially with those educators who are interested in teaching teachers who in turn will
work with students from Kindergarten to grade twelve. If you are interested in teaching English
to adults, then you might want to consider looking at the Applied Linguistic Department at this
website: http://www2.gsu.edu/~wwwesl/index.html .
If I am an international student, what are the general admission requirements? It is our policy
to encourage the enrollment of students from other countries. We welcome international students
to our campus and our program because we believe such a cultural exchange will be beneficial to
our entire student body, to our international students in particular, and to metropolitan Atlanta.
As an international student, when do my application materials need to be submitted?
International students applying from abroad must have application, fees, and supporting
documentation on file in the Office of Admissions approximately six months prior to the
beginning date of the academic term for which they seek admission.
As an international student, is there available funding? As noted in this document elsewhere,
international students on an F-1 or J-1 visa must submit a Financial Statement showing the
financial support necessary for the costs associated with the first year of study. While in the
program, students may be given opportunities for Graduate Research or Teaching assistantships
which will provide some financial support.
What are the application requirements for international students? Applicants for the Language
and Literacy Ph.D. must follow the general requirements for admission, and submit required
documents. In addition to meeting the regular admission requirements, international applicants
whose native language is not English must submit official scores on the Test of English as a
Foreign Language (TOEFL) before admission can be considered. Your TOEFL score should be
no more than two years old.
a. If you took the paper-&-pencil TOEFL, the preferred minimum composite score for
admission for this degree is 600, with 5 or higher on the Test of Written English.
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b. If you took the computer-based TOEFL, the preferred minimum composite score is 250,
with an Essay score of 5 or higher.
c. If you took the Internet-based TOEFL (TOEFL iBT), the preferred minimum composite
score is 97, with a Writing score of at least 22 and Speaking score of at least 24.
d. The TOEFL is not required of international applicants who have received a bachelor's
degree from a regionally accredited U.S. institution or whose native language is English.
e. The College of Education reserves the right to test international applicants with regard to
their skills in English. Accepted applicants will be notified.
As an international student, who evaluates my application materials? The application materials
of foreign origin of all international applicants must be evaluated and judged equivalent by an
independent evaluation service. An application form for evaluation is included on the electronic
application. International applicants residing in the United States may contact the Office of
Academic Assistance and Graduate Admissions at 404/413-8000 for the application for
evaluation form. Georgia State University accepts evaluations from the Joseph Silny Company,
ECE, and WES. The evaluations must come directly from the service. You can also contact the
International Student and Scholar Services at GSU for more information at:
http://www.gsu.edu/isss/contact.html. Your application materials will be reviewed also by the
graduate faculty in the Language and Literacy Unit. Our Unit will contact you regarding your
status after we have reviewed your documents.
What is my visa status when I’m admitted as a student? Georgia State reserves the right to
admit only those international applicants who are academically qualified. Applicants needing a
student visa are required to document the availability of funds equal to the estimated cost of the
first academic year at Georgia State before a certificate of eligibility will be issued. Applicants
who plan to attend Georgia State University on an F-1 or J-1 visa must submit a Financial
Statement showing the financial support necessary for the costs associated with the first year of
study.
As an international student, are there other activities I must do prior to starting my
coursework at GSU? Prior to registration for the first term, each international student is required
to attend an international student orientation offered through International Student and Scholar
Services. Further, the College of Education reserves the right to test international applicants with
regard to their skills in English. Accepted applicants will be notified if any testing is required.
As an international student, what credentials must I submit and what do these look like?
Academic credentials must be original documents with authoritative signatures, seals, and/or
stamps., Whenever possible, these should be sent by the institution responsible for issuing such
documents. In cases where it is impossible for an applicant to have those credentials sent from
such institutions, the applicant should forward a duly "notarized" or "attested to" copy. The
notarization should be done by the proper institutional officer or by the Ministry of Education in
the home country. Documents in a language other than English must be accompanied by
translations. The home country embassy or an appropriate official should make translations, and
the original copies of the translations, acceptably notarized as described above, must be
provided. As a general rule, documents translated by the Office of the American Friends of the
Middle East (AFME) or the Institute of International Education (IHE) will be acceptable.
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As an international student, who evaluates my application materials? The application materials
must be evaluated and judged equivalent by an independent evaluation service. Georgia State
University accepts evaluations from the Joseph Silny Company, ECE, and WES. The evaluations
must come directly from the service.
Are there other materials that I can access that will offer me more information about being an
international student? Yes, there are. A special information pamphlet for international
applicants/students is available upon request from the Office of Admissions. The pamphlet
indicates the degree programs available, admission requirements, fees, and other basic
information helpful to applicants from other countries. Please access this link for the graduate
catalog http://www.gsu.edu/admissions/international.html.
About Transferring Credit Hours
If I have hours that I have earned in my Ed.S., how many can I transfer into the Ph.D.?
Doctoral students must take a minimum of 36 hours (once admitted) excluding dissertation hours
at GSU (45 hours with dissertation). All coursework that transfers must abide by the content of
the GSU course for which it is substituted and the program to which you have applied. Education
coursework must be at the 8000 level. Not all coursework may transfer. It is important that you
contact faculty in this program who will offer you advice on these transfer hours. If admitted and
you choose to transfer hours into the program, your PhD timeline starts the earliest course. For
example, if you bring in a course that you took in 2006, your PhD timeline starts with that 2006
course, and you will have only two years to complete the program.
About the L&L Teaching and Learning Doctoral Program
How many hours are in our Ph.D. program and how long will it take to complete this degree?
Our Ph.D. program has a total of 66 hours in three areas: The Professional Core, the Major, and
the Cognate. The length of time it takes to complete this degree varies. For full-time students, it
may take as few as two years (coursework only) and for part-time students up to four or five
(coursework only). The time it takes to complete a dissertation will vary, and depends upon time
in the field, time for analysis and write-up.
Can I work towards my Ph.D. while holding a full-time position as a teacher? We do have a
number of teachers enrolled in our program, and it is possible to earn a Ph.D. while teaching. We
strongly encourage our doctoral students to engage in their studies for at least a year full-time to
experience the doctoral program fully, but if that is not possible, we try to engage part-time
students in as many writing, research, and service activities as we can.
As an international student, how many semester hours must I carry? International students
with a student visa are required to carry a full course of study in each academic term excluding
summer. A full course of study at Georgia State is nine semester hours for graduate students.
What courses comprise the Professional Core? The Professional Core is 18 hours and
comprises the coursework required of all College of Education students. Students must take four
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research courses (at least one statistics and one qualitative course; the other two in consult with
advisor); one course in sociology, and one course in psychology.
What courses comprise the Major? The major area is Language and Literacy and is comprised
of 21 hours. There are three required courses for all students in this program: EDCI 9660
Internship (teaching or research); EDCI 9850 Research Seminar (prospectus writing class); and
EDCI 9900 Critique of Educational Research (study of methodologies and studies associated
with the major). In L&L, students must also take courses that address theoretical models of
reading, writing, and language (each is 3 hours). Students must also complete 3 one-hour courses
called Writing Support Seminar; these hours do not apply to the major. These courses are
designed to support doctoral students as they write publications, prospectus, dissertation, and
other writings.
What courses comprise the Cognate? The cognate is 18 hours and is designed by the doctoral
student and his or her Doctoral Program chairperson, and based upon the student’s interest.
There is one required course, EDCI 8970 Seminar in Teaching and Learning, an introduction to
the Ph.D. degree.
Housing, Financial Aid and Parking
A number of our students come from outside the Atlanta area and need housing and financial aid
to complete their studies. Housing information for GSU students can be found at
http://www.gsu.edu/housing/ or you may call (404) 413-2000. This website offers information on
various housing options that GSU offers as well as how to secure off-campus housing. Faculty
do not have information on financial aid or how to secure it. Please contact the financial aid
website to secure this information (http://www.gsu.edu/es/financial_aid.html) or call (404) 4132000. Parking options at GSU are quite costly but if you wish to pursue these options, please
access this website for information: http://www2.gsu.edu/~wwwaux/parking/students.htm. The
MARTA is a wonderful option for those of you who wish to take public transit. The MARTA
train has two GSU stops: Five Points and Georgia State University.
Georgia State is in downtown Atlanta, how safe is it to take classes there? Faculty make every
attempt to discuss safety with their students. If students would like, a police escort can be
requested by the student after her or his class, and the police will drive you to your car or to
Little Five Points or GSU Marta station.
Program of Study, Advising, and Advisors
When you are admitted to the Ph.D. program in Teaching and Learning, you will be assigned a
temporary advisor who will work with you until you complete your first year and/or 12-18 hours,
whichever comes first. After this time, you and your temporary advisor will talk about inviting a
faculty member to serve as the chairperson of your Doctoral Committee, a committee that
oversees your program of study, comprehensive exams, and oral exams. Remember, it is your
responsibility to set bi-annual appointments with your advisor/chairperson to ensure that you are
taking the appropriate courses, completing requirements of the program, and in a sequence that
will meet your timetable. Further, if you choose to change advisors, you must discuss this with
your advisor and inform her/him in writing.
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I will need some financial assistance. What doctoral assistantships, instructorships, and
fellowships are available and how do I apply for them? Graduate teaching assistantships
(GTAs) and graduate research assistantships (GRAs) are available to selected doctoral students
who demonstrate outstanding academic skills and expertise. Assistantships are made available
through the students’ department. The number of GTA and GRA positions available depends on
current class loads and research needs. You will need to contact individual faculty and
departments to see if there are assistantships available.
As a new doctoral student, I will need advising right away. What advising is available? Each
semester, L&L faculty set aside a week to advise all of its students from undergraduate through
doctoral. This week is called Professional Advising Week or PAW. A schedule is sent out to all
students with times and dates of sessions that are designed especially for them. You will be
expected to attend the session developed and designed for Ph.D. students. A range of workshops
in various aspects of doctoral studies are conducted from finding jobs, developing job talks, to
developing a CV, and others are part of this advising session. You also will have time to talk
with your advisor about your individual questions and needs.
What other advising opportunities are there for me as a Ph.D. student? Each semester, doctoral
students in the program offer doctoral mentoring sessions on line. Approximately four one-hour
seminars are offered each semester and range in topics from designing a program of study,
preparing for comprehensive exams, preparing the prospectus/dissertation, among others.
Can I talk with my advisor outside of PAW? Of course! It is important that you keep in close
contact with your advisor throughout your program. We recommend that you meet with her or
him at least once a semester, whether it is by phone or in person. If you have a question about
your program, always consult your major advisor.
I understand I have to file a Program of Study. What is a Program of Study? Each student
must file a program of study, or a plan that identifies the coursework that you intend to take and
when, within the first year or 27 hours (whichever comes first) of their doctoral program. Failure
to do so may result in your inability to register for classes. In consult with your temporary
advisor or Doctoral Committee chairperson, you will select coursework that you believe will
support your research interests and will benefit you as you conduct research. In the spring of
each year, you will update your program of study form (see Appendix), annotate it, and meet
with your temporary advisor or Doctoral Committee chairperson to discuss your progress in the
program.
What is a Doctoral Program Advisory Committee (DPAC; Program of Study Committee)?
When you file your program of study, you must also determine a group of three faculty who will
serve to guide your coursework and who will write your comprehensive exam questions, read
your responses to these questions, and conduct an oral examination based upon the responses to
these comprehensive exams. This committee consists of your Doctoral Committee chairperson
(if different from your temporary advisor), a faculty member who has expertise in methodology
or in your field of study (L&L), and a faculty member outside of the L&L unit who has the
expertise to guide your coursework and studies. Committee members often include faculty with
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whom you have studied and/or worked, and those whom you believe will support and extend
your research interests.
When do I invite a faculty member to serve as the chairperson of my Doctoral Program
Advisory Committee? After you have taken a few courses at GSU (around 12-18), you will invite
a tenure-track faculty member from L&L whose work closely aligns with your own research
interests to act as your Doctoral Committee chairperson. Throughout your program of study,
your chairperson will work closely with you to choose the courses that will support your
scholarship in your area of interest. She or he will also be responsible for ensuring that you
follow a strong program of study that will lead to your successful completion of your coursework
and comprehensive exams.
Can my temporary advisor serve as my Doctoral Program Advisory Committee chairperson?
Yes. L&L faculty try to initially set you up with a faculty member who has similar interests to
your own.
Do all members of my Doctoral Program Advisory Committee have to be tenure-track faculty?
No. You may invite clinical faculty to serve on your committee. Clinical faculty cannot serve as
your chairperson, but they can serve as co-chair of your committee.
What if I want to change faculty members on my Doctoral Program Advisory Committee after
I have filed my program? Because your interests and research questions may change as you
study with various faculty in various areas, you may find it important to make changes to your
Doctoral Committee. Before you make any changes to this committee, you must fill out a
Change of Committee form which your current advisor will have. It is also important that you
discuss reasons why this change is important to your studies and research. Once your chairperson
is aware of your desire to make a change in committee member(s), you must make meet with the
faculty member(s) whom you wish to remove from your committee and discuss reasons for this
change of committee. After this process, you may then invite other faculty members to serve on
your Doctoral Program Advisory Committee, and begin the process of filing an amendment to
your program of study.
If I want to substitute an elective for a required course, can I do this? No. All courses required
by the college and the department must be taken and no courses may be substituted.
What are Directed Readings and how do I arrange to take this course? Directed readings
courses are designed for doctoral students who wish to study in-depth an area of interest not
addressed in university coursework. Before you can register for this course, you must make
arrangements with a faculty member who will oversee this independent study, develop a
rationale for why you want to study independently, develop a plan of study and projects that
demonstrate your work in this area, and submit this to the department chairperson for approval.
How long do I have to complete my Program of Study? You have seven years from the time
you start your program to finish your coursework. You have two additional years to complete
your dissertation.
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Can I transfer in coursework taken at another university? Yes. You may transfer up to 27
hours from another university; however, in consult with your Doctoral Committee chairperson,
you may choose not to transfer in this many hours so that you get to know faculty in different
departments, choose courses that address your research interests, and engage in coursework that
offer research experiences. Remember that 36 hours must be taken in the Ph.D. program at GSU.
What happens if I transfer in coursework taken at another university? Is my time clock for
finishing my Program of Study the same? No. Your time clock for finishing your program of
study starts with the earliest course you transfer in. For example, if you transfer in a course that
you took in 2005 and you are admitted to our Ph.D. program in 2009, you have until 2011 to
finish your coursework. Be very mindful of this time clock especially when considering the
course transfers.
If I started an Ed.S. at GSU or at another institution, can I transfer in hours from that
program? Yes. You may transfer up to twelve hours from another Ed.S. to apply towards the
Ph.D. However, the Office of Academic Assistance must verify that the courses that are brought
in do meet the Ed.S. requirements. All students must take 36 hours in the Ph.D. program,
excluding dissertation hours. Remember also that if a course is brought into the Ph.D. program,
the time clock for finishing the degree starts with the semester and year during which that course
was taken. For example, if a course was taken in fall 2005, you have seven years to complete the
coursework for the Ph.D.
There is a recent change in the L&L Ph.D. program regarding prequalifying work. What is
this and how do I prepare for it? There are two stages to working within your program of study:
prequalifying work and comprehensive exams. Prequalifying work is designed to help faculty
understand your progress in the Ph.D., to find out how to support you and your research, and to
determine future plans for coursework, reading, and research that will benefit you as you
continue towards the completion of the degree. The prequalifying work, evaluated after you have
completed between 18 -24 hours, consists of the following: 1) an academic paper that has been
submitted for a course and revised using the notes from the faculty member who taught this
course; 2) an annotated program of study in which you describe what you have learned in each of
the courses that you have taken, important readings in light of your research, and other
professional readings that you intend to undertake to develop a breadth of knowledge in your
field of study; 3) a list of questions that you have regarding the future development of your
research questions and how you intend to pursue answers to these questions; and 4) an oral
discussion with your Doctoral Committee chairperson.
The second stage is the coursework and requirements that lead up to your comprehensive exams
or comps. The semester before comps, you must write a Memo of Intent to your major advisor
and during which you will generate a list of readings to prepare you for writing the comps. Ten
days before Professional Advising Week (PAW), you will be sent questions to which you must
write; these will be your comps questions. Your responses must be turned in at the start of PAW.
Also, during the semester of comps, you will be expected to prepare an annotated syllabus
around a course that you have designed or wish to teach as well as a manuscript written for
publication. These two documents must be turned in during Professional Advising Week. (See
Appendix)
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What are Comprehensive Exams and Orals? At the end (or very near end) of your coursework,
you will be asked to comprehensively articulate your breadth of knowledge through a set of
questions developed and designed by your Doctoral Program Advisory Committee. They will
develop a set of questions that addresses your knowledge in your major area, the core area
(including research methodology), and your cognate. You will be asked to write to these
questions and, approximately two to three weeks after the written exams, you will be asked to
“defend” your comps. That is, the committee will ask you to defend the stance that you have
taken in your comps, ideas that you presented, and concepts that you forward as significant to the
field of literacy. In this defense, the committee will ask you to talk about your responses to these
questions with your committee members who may ask you to clarify, extend, and/or defend your
responses in an oral examination. The research questions will be written as part of the
coursework for EDCI 9900 or Critique of Educational Research.
What should I be able to do by the time I take my comps? As an emerging scholar, it is
important that you understand a range of theories, methodologies, and literature in the field in
which you position your research. This should be evident in writing and defense of your
comprehensive exams. Several key areas are of particular note when planning for your comps.
Theory: As an emerging researcher, you should be able to articulate varying theoretical
frameworks and methodologies as potential lenses for analyzing data. Further, you
should be able to describe distinct tenets or concepts related to these theories; articulate
succinctly the defining aspects of theory as it is situated within the field, and be able to
apply them to your research interests. As this is a research degree, you should engage in
your program as novice scholars and less as teachers who desire to get through
coursework.
Literature Review: As an emerging researcher, you should be able to portray in writing
and in speaking the state of the literature in a given area by identifying and describing
the pioneering (classics both past and present) and major works that inform the field of
literacy. You should be able to synthesize an argument using research literature and
theories that support an emerging scholarly agenda, go beyond a single resource to
synthesize across readings, identify gaps in the literature, and raise important issues
from reviews of the literature.
Methodology: As an emerging researcher, you should be able to articulated differences
between and among the primary methodologies (qualitative, quantitative, mixed
methods), and draw on both qualitative and quantitate research paradigms to inform
your understandings of research that has been conducted in the field. You should have
conducted research with a faculty member or have conducted pilot studies or small
studies as part of your research paradigm. This experience with research offers you
insights into the stance researchers take when they design studies.
Scholarly Writing: As an emerging researcher, you should be able to write and present
orally in a competent and scholarly manner, be able to form connections to their own
research, problem and areas of interest from a comprehensive reading of the research.
Additionally, you should demonstrate competence in using APA (6th edition). As
emerging scholars, you should be interested in and willing to receive and embrace
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constructive feedback on their work. You should have submitted at least one article for
publication.
Professional Development and General Knowledge of the Field: As an emerging
researcher, you should be prepared to know key scholars and their work in the field of
literacy, key professional organizations that inform the field in which your research
interests are located, and participate as members in these professional organizations. At
all points in your program of study, you should participate in a range of opportunities
supported by Language and Literacy to help you begin to establish a line of research, a
group of colleagues, and knowledge of the field through participation in conferences,
doctoral mentoring sessions, and Global Conversations in Literacy Research.
Developing a Professional Identity, Professional Relationships, and Colleagues
I hear that the doctoral program is a time during which one makes lifelong friends. What can
I expect in this program? The doctoral program is indeed an exciting time for you! You will
study with and become colleagues and friends with others who have similar interests in literacy,
language or English education. As you work through your courses, make a point to reach out to
those to whom you feel close and develop strong research relationships. Get to know your
professors by stopping by their office and talking, active and thoughtful participation in classes,
social functions involving the L&L unit, and attending professional functions that they attend. It
is your responsibility to be proactive in your own learning and your own sense of professional
self by engaging actively with those who are in the program and those who teach in the program.
Why are professional relationships important? Regardless of your career choices after the
Ph.D., you may find that you want to teach at a research or teaching institution, both of which
may require that you join the faculty in a tenure-track position. If this is the case, professional
relationships with colleagues become extraordinarily important as these may be the very
colleagues that you call upon to serve as external reviewers for your promotion and tenure.
Without these relationships, developing a list of external reviewers will be challenging at best.
Professional relationships, if you decide to remain in the classroom, at a job at the state, county
or district level, continue to be significant. These are your colleagues who can help you think
through challenging issues such as censorship of texts, high-stakes testing, or working with other
teachers, administrators, and other education professionals. These lifetime professional
relationships support your own professional and personal growth.
What about professional organizations? It is especially important that you begin your scholarly
life by joining professional organizations. It is through these organizations that you will begin to
network with faculty, scholars, teachers and doctoral students like yourself and develop worldand/or nation-wide friends and colleagues. These relationships are extremely important to
cultivate, especially if you plan to work at a college and university, especially in light of
promotion and tenure. You will need to call upon these colleagues for support and
recommendations.
Yes, but I’m a poor doctoral student. How can I afford membership in professional
organizations? All national and state organizations offer a huge discount for student members in
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their organization. Often, membership is much less than a textbook for a course. Often included
in membership is a professional journal which keeps you updated on trends and issues in your
area of research. Further, many professional organizations offer website support and
conversations through nings, social networks where you can talk with others across the world
about issues that you concern you. In short, memberships are worth every penny.
Which professional organizations should I consider joining? There are a number of significant
organizations that allow you to network and form colleagues from across the nation and the
world. Our faculty are very active and have strong ties in these organizations, many of which
will support your research interests. The National Council of Teachers of English (NCTE)
(www.ncte.org) addresses issues of interest to all aspects of the English language arts. Members
cut across English education, early childhood education, literacy, ESOL, policy, and research.
National Reading Conference (NRC) (www.nrconline.org ). This is the professional
organization that features the most current research in English education, early childhood
education, literacy, ESOL, and policy. Whole Language Umbrella (WLU)
(http://www.ncte.org/groups/wlu ) is an organization committed to holistic and critical education.
The organization is small, teacher-friendly and has a strong research and pedagogical focus in
literacy and language education. Teachers of English to Speakers of Other Languages
(TESOL) (http://www.tesol.org/s_tesol/index.asp) address research and teaching of language,
language arts, literacy, and policy as they apply to English learners. The International Reading
Association (IRA) (www.reading.org). This organization focuses on pedagogy and research in
language, language arts, and policy, especially as it relates to literacy learning. The American
Educational Research Association (AERA) (http://www.aera.net ) is an extremely large
organization that is much broader than literacy and language education. Scholars and researchers
from all disciplines present their research on all aspects of education. AERA has a number of
Special Interest Groups (SIGs) that allow you to develop professional relationships with others
who have more specific interests. National Association for the Education of Young Children
(NAEYC) (http://www.naeyc.org/) focuses on research and teaching of young children and
across disciplines.
What about state professional organizations? The state of Georgia has a number of professional
organizations that are subsidiaries of the national groups. These organizations will afford you the
opportunity to meet up with and develop professional relationships with others more
geographically close to you. The organizations host their own annual conferences that feature
strong presentations aimed both at research and pedagogy.
What other professional development opportunities are there for doctoral students to network
and present their work? Each year, the L&L unit sponsors a conference that addresses issues
related to urban education, especially in the areas of literacy and social studies called the
Conference on Literacy, Urban and Social Studies Education (CLUES). This conference
always features internationally recognized literacy and social studies scholars and authors of
children’s literature as keynote speakers. The CLUES also provides opportunity for many of our
doctoral students to gain experience in conference presentations, affording them an opportunity
to present their research. It is also a space at which doctoral students can network with faculty
and teachers across the metro-Atlanta area.
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How do I begin to network with other scholars within our area and across the nation? In 2009,
we designed and developed Doctoral Webinars, online interactive presentations for doctoral
students and recently appointed assistant professors to present their work to other doctoral
students. These webinars are intended to support doctoral networking as well as offer
opportunities for presentations and response from other doctoral students. Each year, we host
approximately six webinars by doctoral students and recently appointed assistant professors from
around the country and internationally. These webinars offer great spaces for networking and
learning about research conducted in a variety of universities.
Assistantships, Residency Plans
I’m required to do a teaching and/or research internship. What does this mean and how do I
go about organizing this? Since many students who pursue a Ph.D. wish to teach at the college
or university level, L&L faculty believe it is important to have experience teaching
undergraduates and/or graduate students as well as work directly with faculty on research
projects. The teaching internship is a course in which you work directly with faculty to design,
develop and teach a course in the undergraduate or master’s program. You will be expected to
attend each class session, help with grading, help with preparing materials, and the various work
associated with teaching. In the research internship, you will have opportunities to collect, read,
analyze, and/or present and write-up research. During PAW, faculty identify courses for which
they would like to have teaching assistants or research projects for which they would like to have
doctoral students work with them. Both of these internships prepare you to develop the skills that
faculty must have as they engage in scholarly activity and work with undergraduates and
graduates in the academy.
What is the difference between a teaching or research internship and Graduate Teaching
Assistants (GTAs) and Graduate Research Assistants (GRAs)? The primary difference between
these two teaching and research experiences is whether or not you get paid for your work.
Students often supplement the cost of graduate school through assistantships available in their
unit, department, college or university. Graduate teaching assistants are those who are hired by a
department to teach one of the courses in a program. Graduate research assistants are those who
are hired to work with faculty on research projects. These assistantships pay according to the
student’s experience and expertise in an area, and come with tuition remission and a stipend. The
number of hours students must work each week depends on the level of the assistantship.
What are Residency Plans and how do I go about working towards finishing my residency? At
many universities, students must complete what is called “residency,” or a year in which they
live on campus and devote their time and energy into the three areas of scholarship that define
the Ph.D.: research, teaching and service. Many of our GSU students are residents of Atlanta,
and do not live on campus. However, they must complete a residency plan to demonstrate their
commitment to working towards the three areas of scholarship. After approximately 27 hours, in
consult with your Doctoral Committee chairperson, you should begin to develop a residency
plan, or a plan in which you demonstrate that you have experience in areas defined by L&L
faculty as significant in your development as a scholar and teacher (see Appendix). Once you
believe that you have completed the requirements of the residency plan, your Doctoral
Committee chairperson will sign off on this part of your program.
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Once I have successfully completed my Program of Study, my Comprehensive Exams, and my
Oral exams, what happens next? If you have successfully completed your coursework and
exams, congratulations! You are now well on your way to working towards your dissertation! At
this stage of your program, you and your Doctoral Committee will sign a form (See Appendix)
stating that you have successfully completed this part of the program. It is now that you will
begin your journey towards finishing your dissertation and the Ph.D. degree.
The Prospectus and Dissertation
In partial fulfillment of the Ph.D., each student must complete original research, or the
dissertation, the culminating experience in this degree. As part of the support for writing the
dissertation, each student will form a Dissertation Advisory Committee, write a prospectus, write
a dissertation, and defend the dissertation.
What is a Dissertation Advisory Committee (DAC) and how is it different (or is it?) from the
Doctoral Program Advisory Committee? Once you have successfully completed the Program of
Study, Comprehensive Exams and Oral exams, you will begin to more carefully and thoughtfully
consider the research that you undertake. You will assemble a Dissertation Advisory Committee,
composed of four faculty members, whose charge is to support you in your efforts to complete
the dissertation. The Dissertation Advisory Committee is different from the Doctoral Committee
in that its focus is on supporting and assessing your ability to conduct a scholarly research study:
developing research questions, designing a research study, conducting the study, analyzing data,
and writing up the results of this study. The Dissertation Advisory Committee will read your
prospectus, your dissertation, conduct an oral defense of your dissertation, and determine if the
research that you have conducted merits the degree of Ph.D. It is your responsibility to assemble
a committee of four faculty members, one of whom must be outside the L&L unit, willing to
serve on your committee. You will invite one tenure-track faculty member from L&L to act in
the role of Dissertation Advisory Committee chair. This faculty member will work closely with
you to develop and design a study around research questions that you wish to investigate. The
other three faculty members should have interest and expertise in your research area, with at least
one faculty member who has expertise in the methodology around which you design your study.
Your dissertation chair is your first stop when you have questions about your study and when
you wish her or him to review your writing. Always consult with your chair before sending any
writing to other committee members.
The dissertation is a very weighty writing experience. I understand that before I start this
process, I must write a prospectus. What is this document? The prospectus is a document that
outlines the research that you intend to undertake for your dissertation. The L&L unit has a
course, EDCI 9850, especially designed to help you develop this prospectus. In this course, and
in consult with your Dissertation Advisory Committee chairperson, you will be asked to consider
and develop your research questions, rationale for your study, your theoretical framework, and
your methodology. The College of Education has prepared a Guidelines for Completing the
Dissertation; a handbook which will guide you through the writing of the prospectus and one
which you must follow carefully. (See Appendix)
If I finish my prospectus in EDCI 9850 and get an “A,” do I still need to defend this
prospectus? Yes. Although you may successfully complete the requirements for your prospectus
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for this course, faculty on your Dissertation Advisory Committee are the only ones who can sign
off on the form that indicates that you have successfully completed this prospectus. As you work
on your prospectus, make sure that you follow the College of Education guidelines for writing
dissertations
What do I do when I finish my prospectus? When you have finished writing your prospectus
and your chairperson believes that it is “defendable,” you will be asked to defend it to your
Dissertation Advisory Committee; this is called your prospectus defense. At this defense, faculty
will ask you to talk about your study and also guide you as you continue with this research. If the
Dissertation Advisory Committee determines that your prospectus is strong and you are ready to
start your research, they will pass this prospectus. You are then recommended to be a doctoral
candidate, the penultimate stage before the final dissertation. Your committee will sign the
Doctoral Candidacy form (see Appendix), and you are then given formal permission from the
department to start the process of conducting your research. You are now officially ABD (All but
dissertation).
What is A.B.D.? This acronym stands for “all but dissertation,” which in essence means that you
have successfully completed the course requirements for the Ph.D. To earn a Ph.D., you must
carry out the original research and write the dissertation.
When can I apply for my T-6 and how do I go about doing this? Students who wish to apply
for a pay raise with their schools should consult the directions from their county. However, in
general, once students have completed and successfully defended their prospectus, they can
apply for their T-6.
I understand I will need to complete a human subjects review. What does this entail? Once you
have passed your prospectus, you will begin to work on securing institutional permission to
conduct your research. You will complete a review that includes a description of your research,
how and to what extent human subjects are involved, and how this research serves the field.
Since you are a doctoral student, your chairperson will be automatically identified as the Primary
Investigator. Your chairperson will be instrumental in helping you develop this IRB. Before you
can start your research, you must get approval from the Institutional Review Board or IRB.
After I receive permission from IRB to conduct my research, what happens next? In consult
with your dissertation chairperson, you will then begin your research study as written in your
prospectus, also taking into consideration the comments of the other committee members.
How long do I need to be in the field for my study? This depends on what you and your
Dissertation Advisory Committee, and especially your chairperson, have discussed, and which
methodology you have chosen to design your study.
While I’m collecting data for my research in the field and not taking classes at GSU, how do I
maintain relationships to ensure that I complete this project? This is indeed a very important
question. Conducting a study can be a very lonely process; however, it is important that you
develop relationships with colleagues while taking classes who can support you in this endeavor.
When you are in the field, keep in close contact with your dissertation chairperson and other
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date on where you are in your process, make appointments to discuss your data, and have your
chairperson help you think through what you data are saying. It is important that you do not
isolate yourself while conducting research, an easy practice to fall into.
What happens if I wish to reconstitute my Dissertation Advisory Committee? If for some reason
you want to reconstitute your Dissertation Advisory Committee after you have defended your
prospectus and started your dissertation, it is important that you talk in person with the faculty
member whom you wish to remove from the committee, and explain the reasons for this change.
You must also fill out a Change of Committee form. When informing faculty of your wish to
remove them onto your committee, it is essential that you do not email her or him about this
change; this must be done in person. Following this conversation, you may begin the process of
amending the Dissertation Advisory Committee form, inviting faculty to your committee, and
securing theirs, your chair, and the chair of the department signatures.
What is continuous enrollment and how does this work in the dissertation stage? Graduate
students must register for at least a total of six semester hours of course work during any period
of three consecutive terms (fall, spring, summer) until completion of degree. In order to graduate,
students must be actively enrolled in the program of study during the semester they finish degree
requirements for graduation.
Once I’ve collected my data and written it up, what happens then? Once you have completed a
draft of your dissertation, it is important that you and the chairperson of your Dissertation
Advisory Committee spend time together to ensure that this is a well-done study, that the data
support your findings, and that you offer the field pedagogical and research issues to consider
(implications for research and practice). Once your chairperson thinks that your dissertation is
ready to defend, you will set a defense date with your committee. The College of Education has
strict deadlines for when you can defend in a semester; please be aware of these dates before you
set a date with your committee.
Can I ask any of my committee members to read chapters of my dissertation before I set the
defense date? Yes. The charge of your Dissertation Advisory Committee is to support you in
your analysis and writing of this study. However, always consult your chairperson before
sending off chapters to other committee members. Your Dissertation Advisory Committee
chairperson must be aware of what you are doing and what you are sending off to committees.
Who edits my dissertation? One thing that many doctoral students believe is that their
dissertation chairperson should edit their dissertation; this is not the case. It is your responsibility
to present your chairperson with drafts that contain few to no errors and is the best writing that
you have done at this point in the writing. Your chairperson’s role is to offer expertise and
guidance in the conceptual and intellectual thinking behind your research, not looking for and/or
correcting mechanical errors. If she or he must spend time editing, the time of your chairperson
is not well spent. If needed, bargain with one of your colleagues to be your editor and you theirs.
You might also ask a number of colleagues to read your work, each reading a single chapter, a
distribution of labor. In this way, editing is less burdensome for all involved.
What other documents must I prepare for my dissertation defense? All students must write a
Dissertation Abstract. The guidelines for writing this document are located at
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http://education.gsu.edu/oaa/952.html. Be very mindful of the directions; the Office of Academic
Assistance will not hesitate to return your document to you for revision. Your dissertation
abstract is announced, and anyone who wants to attend your defense may. You also may invite
anyone whom you would like to attend. Your announcement is made public by the College of
Education and posted on their website and on the bulletin boards of the MSIT department
hallway.
When do I turn in my dissertation and what is the usual timeframe? The Office of Academic
Assistance will require 10 working days to process your dissertation. The Chair of MSIT will
need at least an additional seven days to read and approve your dissertation. Your Dissertation
Advisory Committee should be given no less than two weeks to read and study your dissertation.
However, it is often better if you can offer them more time. Talk with your dissertation
chairperson regarding this timetable. When considering defense dates and times, be aware of all
of these time constraints.
What is a dissertation defense and what should I expect? The dissertation defense is one of the
very last parts of the process in earning a Ph.D. Once the Dissertation Advisory Committee and
Chair of the MSIT department have read your study, they will agree to set a defense date. Often,
your chairperson will ask you to prepare a 20-minute presentation, an overview of your study.
This is done in the case that there are people who attend your dissertation defense and have not
read your study. After your presentation, your Chairperson invites questions from the committee
about your study. You respond to these questions. Invited guest may not ask questions nor may
they comment on your dissertation until after the defense. Once the committee has exhausted its
questions, you (and other guests) are asked to leave the room while the committee discusses the
merit of your study, your responses, and decide on whether your dissertation passes or not.
During this short meeting, the committee also presents to the dissertation chairperson any
revisions that may need to be done before you can submit the final draft of your dissertation.
After this discussion, you are brought back into the defense room and notified of the committee’s
decision.
I’ve heard that everyone has to do revisions. Is this true and what should I expect? Often,
doctoral candidates are asked to revise parts of their dissertation before the committee signs off
on the Dissertation signature page (see Appendix). The Chairperson is in charge of seeing that
these revisions are carried out, and submitted to the committee, if requested. Once these
revisions are made, you ensure that your dissertation is formatted to the specifications of the
College of Education guidelines, that you have all of the required signatures, and that you submit
the number of copies required to the College. You will also need to submit your dissertation to
Dissertation Abstracts.
How do I submit my dissertation? Unlike students in the past, you now have the option to
submit your dissertation as a pdf. However, many students like the feel of a real book in their
hand and make arrangements to have their dissertation bound with raised gold-lettering.
When do I register to graduate? All candidates for a degree must file a formal application for
graduation with the Graduation Office (231 Sparks Hall). Graduate degree candidates must apply
at least two semesters in advance of the expected semester of graduation. Students must submit
Revised: 9-16-2011
MSIT Department: Language and Literacy
Ph.D. FAQs
22
forms two semesters before they plan to graduate. Please see
http://www.gsu.edu/es/applying_for_graduation.html.
When I successfully finish and defend my dissertation and want to participate in the
graduation ceremony, what should I do? Please notify the director of your dissertation that you
will or will not attend the graduation ceremony. Please do not assume that your director can
attend the ceremony. If your advisor cannot attend, please consult with her or him in finding a
faculty member who can hood you during the ceremony. You will need to order your graduation
regalia; the bookstore will be able to help you.
What’s next? After successful completion of your dissertation, you have now earned a Ph.D. and
you have a number of options to pursue. The world is now your proverbial oyster! Best of luck!
Revised: 9-16-2011